From Transmission to Transformation: How Professional Development Enhances Literature Teachers' Pedagogical Knowledge in Competency-Based Curriculum Implementation

Competency-based curriculum (CBC) reforms require teachers to fundamentally transform their pedagogical approaches from transmission-focused instruction to competency-oriented, learner-centred teaching. This qualitative case study examines how ongoing professional development through Luganda Teachers' Workshops in Uganda enhances secondary school literature teachers' pedagogical knowledge for CBC implementation. Drawing on Shulman's pedagogical content knowledge framework and classroom observations of four veteran teachers, the study reveals three dimensions of pedagogical transformation: general pedagogical knowledge for learner-centred instruction, curriculum knowledge for interpreting CBC competencies, and literature-specific pedagogical content knowledge. Findings demonstrate that workshops effectively develop teachers' pedagogical knowledge, evidenced by systematic lesson planning and articulated understanding of CBC-aligned strategies. However, classroom observations reveal a persistent know-do gap, where contextual barriers including large class sizes, limited resources, and time constraints hinder full implementation of workshop-learned pedagogies. The study contributes to understanding how continuing professional development supports curriculum reform implementation while highlighting the critical need for systemic support to bridge the gap between pedagogical knowledge development and classroom practice. Implications for curriculum policy and professional development design in CBC contexts are discussed.